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Dr Akanksha Mehta is a queer feminist educator, researcher, writer, community organiser, trade unionist and photographer.

She is Senior Lecturer in Gender, Race and Cultural Studies and Co-director of the Centre for Feminist Research at Goldsmiths, University of London. She is also the Co-Equalities representative and a caseworker for the Goldsmiths UCU branch.

Alongside comrades, she co-runs several collective projects, including the anti-colonial feminist public education collective Insurgent Knowledges, the Crip Theory Reading Group, and Solidarity Kitchen, a South East London community space combining food and political education.

Her research focuses on feminist, anti-colonial and queer politics. Her long-term project, Rightwing Sisterhood, examines the everyday politics and mobilisations of Hindutva and Zionist women, and her monograph based on this work will be published by OUP. She is also currently researching queer-trans collectivity, mobilisation and community building in India, and co-editing a volume on queer hope and futures from the global south.

She was the recipient of the 2023 Emma Goldman Award from the Flax Foundation and has received numerous awards for her teaching.

Shambhawi Tripathi's work in the decolonial classroom is deeply rooted in the idea that stories tell their own stories. Her research and writing reflect a commitment to understanding and amplifying the emotional lives of individuals and communities.

Tripathi's approach to storytelling is transformative, aiming to engage readers in a deeper understanding of global politics and the complexities of human experience. Her work encourages readers to pause and pay closer attention to the textures and contours of the world they are writing about, fostering a more nuanced and empathetic engagement with the narratives of marginalized groups.

ºÚÁϳԹÏÍø has developed formal guidance on the use of generative AI (including large language models) in academic work. This includes how these tools can be used responsibly in learning, teaching and assessment while safeguarding academic integrity.

The Good Academic Practice (GAP) policy now specifically recognises unauthorised use of AI as a form of academic misconduct — meaning students must use AI tools in ways permitted by their instructors and not claim AI-generated work as their own.

There are also broader institutional documents about use of generative AI technologies and how they relate to learning design and assessment (e.g., guidance for designing assessments that integrate or mitigate AI usage).